The Use of Mythological Themes to Elicit Socially Appropriate Behavioral Skills
Deirdre Stanton, Blair McKissock, and Robert Dailey

Introduction

Rationale

Why the Horse?

Cognitive Functioning and EAC

Emotional Functioning and EAC

Description
— Model Stages
— Post-Journey

Sample Activities

Week 1: The Call
— Background
— The Set Up
— Discussion

Week 7: The Gate of Fear— Discussion

Case Study

Case Study Note

Conclusion

Application

Acknowledgment

References

Contents

SECTION SEVEN: Techniques that Improve Self-Esteem and Self-Worth

Improvement of Self-Efficacy and Social Skills Through Participation in Great and Small, a Therapeutic Horseback Riding Program
Patricia Westerman, Holly A. Hargreaves, Delores Westerman, and Melissa Verge

Introduction

Rationale

Description of First Case Study

Description of Second Case Study

Application

References

Using Equine Assisted Counseling With Psychotherapists in a Group Setting
Judy Weston-Thompson

Introduction

Rationale

Description
— Overview
— Human–Horse Relationship
— Exercises

Conclusion

References

EASEL: Equine Assisted Social-Emotional Learning
Mari Louhi-Lehtiö

Introduction

Rationale
— Social-Emotional Skills Cannot Be Taught but They Can Be Learned
— Social-Emotional Skills Are Linked to Health
— The Need for Powerful Experiences
— Goals and the Theoretical Framework of EASEL Facilitation
— Creating Optimal Milieu for Change and Personal Growth
— The Chemistry of Bonding
— EASEL Horsemanship
— Free Play, Happiness, and Emotion Regulation
— Equine Activities Are Short in Duration